Collective Impact: Diversifying the WorkforceThe Role of Boards of Education and District Leaders

CABE/CAPSS Conference November 16, 2018

Our promise to Connecticut’s studentsGoal 3: Great Teachers and Leaders

• Informal Partnerships

CT EPPs and LEAs

• Disparity between

enrolled and

completers

• Disparate performance

on licensure

assessments

• Formal Partnerships between

EPPs and LEAs (especially

Alliance Districts)

• Increase by 1000

(200 per year; less

than 10 per prep

program)

Current Reality Desired Reality

• Increase number of ARCs

• Statewide

comprehensive,

coordinated

approach to

recruitment/retention

• Reduce performance

disparities in

licensure

assessments

• Large percentage of

enrolled successfully

complete prep

program

• Partnerships among IHEs

(consortia) i.e. bilingual

prep programs

• 8.3% Educators of Color

• 42.3% Students of color statewide

• 35% Black/Latino

• 18 IHE Educator Prep Programs (EPPs)

• 9 Alternate Route to

Certification (ARC) Programs

8.7% Educators of Color

(2017)

•46.4% Students of

color statewide

Interest in Teaching

Retention

Educator Prep Program Success

Employment

Licensure & Certification

We need to expand the promising practices and models of success across the pipeline. What are you doing?

Equity and Excellence for All StudentsIncreasing the Racial, Ethnic, and Linguistic Diversity of Our Educator WorkforceThe Talent Office

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Policy Makers and Legislators

Local Education Agencies (LEAs)

Educator Preparation

Providers (EPPs)

Family and Community

Partners

Professional Educator

Organizations

CSDE

Collaborate with legislative task forces to influence policy that supports overall progress toward the goal

Develop and deploy talent management strategies to assist LEAs in recruitment and retention of a diverse educator workforce

Facilitate the development of EPP/LEA partnerships to cultivate a diverse pool of teacher candidates

Engage statewide educator organizations in the development of shared goals and accountability measures

Expand mutually beneficial partnerships with families, businesses, higher education, and faith-based organizations

Ensure that resources and initiatives are aligned and coherent to maximize support from all areas of the agency

GOAL=1000 new educators of color in classrooms by 2021

If the CSDE Talent Office takes deliberate action to engage partners, equally committed to attracting, supporting, and retaining candidates who are racially, ethnically, and linguistically diverse;Then, Connecticut’s educator workforce will increase in its diversity and each and every student will be provided meaningful opportunities for culturally responsive instruction.

Issues of teacher quality and educational opportunity cannot adequately be considered irrespective of student and

teacher demographics.

…every student in the nation would benefit from access to teachers and role models who not only look like them but reflect the diverse

society in which they must learn to live, work, and prosper.

Albert Shanker Institute.2015.The State of Teacher Diversity in American Education. Washington DC: Author

In Connecticut, the gap between students of color and teachers of color has widened over time.

2013-14 2014-15 2015-16 2016-17 2017-18

CT EDUCATORS

% Minority 8.3% 8.2% 8.3% 8.5% 8.7%

CT STUDENTS

% Minority 41.6% 42.8% 44.0% 44.0% 46.4%

GAP BETWEEN % MINORITY EDUCATORS AND STUDENTS

33.3% 34.6% 35.7% 35.5% 37.7%

Talk to a colleague

The imperative for diversity is often marginalized ratherthan accepted as central to the quality equation in

teaching.

National Education Association. 2004. Assessment of Diversity in America’s Teaching Force: A Call to Action. Washington, DC: Author.

Fostering a diverse educator workforce is critical to preparing all students for success in the 21st Century

“There is clear evidence that a larger pool of effective teachers of color makes a difference in the lives of students of color as well as White students.

Teachers of color do more than just teach content. They dispel myths of racial inferiority and incompetence.

Moreover, diversity among teachers increases teachers’ and students’ knowledge and understanding of different cultural groups.”

- Irvine, J.J. & Fenwick, L.T. (2011)

Students of color particularly benefit from receiving instruction from teachers of the same ethnic backgrounds

• Having teachers of the same race has a statistically significant positive impact on students’ academic achievement1,

particularly in the areas of math and reading.2

Learning Gains

• Teachers of color are often more familiar with students of color’s cultural backgrounds and can help them navigate racism and bias both inside and outside of the classroom.

Access to Cultural Brokers

• Having teachers of color has been shown to reduce the disparity between students of color and White students in special education placement, suspension and expulsion, and placement in gifted or enrichment classes.3

Decreased Disparities

• One study found that the high school dropout rate diminishes by 29% for students who have at least one Black teacher in third through fifth grade.4

Role Model Effect

Black students matched to Black teachers have been shown to have higher test scores but we wanted to know if these student-teacher racial matches had longer-lasting [academic] benefits. We found the answer is a resounding yes.

- Professor Nicholas Papageorge, Johns Hopkins University economist

A recent Johns Hopkins University study finds…

The probability of a black student from a low-income home dropping out of school is reduced by 29 percent if he or she has one black teacher in 3rd, 4th, or 5th grades…

…That student is also 18 percent more likely to express interest in college. The effect was stronger for black boys from low-income homes. Their likelihood of dropping out of school falls by 39 percent if they have one black teacher, and they are 29 percent more likely to consider college.

Institute of Labor Economics.2017.The Long-Run Impacts of Same-Race Teachers

2,783 2,808 2,927 2,918 3,063 3,169 3,194

391 407 420 427 451 467 480

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011-12 2012-13 2013-14 2014-15* 2015-16 2016-17 2017-18

Per

centa

ge

of

Educa

tors

School Year White Non-White

12.3% 12.6% 12.5% 12.7% 12.8% 12.8% 13%

† Educators are classified by their first/primary role.

* New data collection system with slightly different race categories and data rules was introduced.

Note: All Data are as of October 1 of the school year.

Educators that have not reported their race are not included.

Connecticut Public School Educators: Administrators†

45,134 45,211 45,334 44,808 45,668 42,939 42,453

3,803 3,810 3,928 3,779 3,927 4,165 4,257

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011-12 2012-13 2013-14 2014-15* 2015-16 2016-17 2017-18

Per

centa

ge

of

Educa

tors

School Year

White Non-White

† Educators are classified by their first/primary role.

* New data collection system with slightly different race categories and data rules was introduced.

Note: All Data are as of October 1 of the school year.

Educators that have not reported their race are not included.

Connecticut Public School Educators: Non-Administrators†

7.7% 7.7% 7.9% 7.7% 7.9% 8.8% 9.1%

What we hear…

The candidate pool is shallow.

Is the candidate pool as shallow as we think?

Race Count %

N/A 398 12.43%

Native American 3 0.09%

Asian 66 2.06%

African American 146 4.56%

White 2431 75.92%

Hispanic 158 4.93%

Total 3202

All Minority 373 11.65%

Race Count %

N/A 437 13.81%

Native American 3 0.09%

Asian 72 2.27%

African American 142 4.49%

White 2308 72.92%

Hispanic 203 6.41%

Total 3165

All Minority 420 13.27%

2014-15: First-Time Certified/Authorized 2015-16: First-Time Certified/Authorized

Challenging Assumptions

Race Count %

52 523 17.47%

Native American 2 0.07%

Asian 61 2.04%

African American 184 6.15%

White 2007 67.03%

Hispanic 217 7.25%

Total 2994

All Minority 464 15.5%

Race Count %

N/A 517 17.24%

Native American 5 0.17%

Asian 75 2.50%

African American 188 6.27%

White 2001 66.74%

Hispanic 212 7.07%

Total 2998

All Minority 480 16.01%

2016-17: First-Time Certified/Authorized 2017-18: First-Time Certified/Authorized

Interest in Teaching

Retention

Educator Prep Program Success

Employment

Licensure & Certification

Let’s focus on hiring and selection practices

PA 18-34: An Act Concerning Minority Teacher Recruitment and Retention

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(CSDE) Sec. 1.8: Monitor, advise, support, and intervene in, when necessary, local and regional boards of education’s efforts to prioritize minority teacher recruitment and develop innovative strategies to attract and retain minority teachers within their districts.

(CSDE) Sec. 1.9 (A): Include a question regarding demographic data of applicants for positions requiring educator certification in the department’s annual hiring survey. (7/1/19)

(CSDE) Sec. 1.9(B): Submit a report on the applicant demographic data collected to the joint standing committee of the General Assembly (7/1/2020)

(LEA) Sec. 7(A): Develop and implement a written plan for minority educator recruitment…

District Demographic Diversity Profile

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Think about comparing district level data with school level data

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EdSight Data Portal

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A team approach to examining hiring and selection practices

I. Organizational CultureII. Talent NeedsIII. Attracting a Diverse WorkforceIV. Selecting and HiringV. Supporting and Developing Workforce DiversityVI. Retaining and Extending the Reach of Diverse Educators

Self assessment tool (adapted from The Center on Great Teachers and Leaders)

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Selecting strategies from low impact to high impact

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What is your key takeaway?

A Coordinated Effort Will Move Us Forward

Collective Wisdom

Collective Commitment

Collective Accountability

Collective Impact